engleski

Phonological vs. visual processing: further evidence on working memory functioning in children

According to the model of working memory, proposed by Baddeley and Hitch (1974) two components, phonological and visual, are involved in language processing. Their activation depends on the mode of presented material (auditively/visually). In order to test the degree of involvement of each of the components, we have designed both visual and phonological components. The group of thirty 10-year-old children of common development participated in this study. Children were tested individually on four types of tasks: (a) string of letters, (b) string of false letters, (c) list of words, and (d) digit span (backward and forward). While first two tasks have been presented visually, list of words as well as digit span were presented auditively. The data analysis that will be presented in this paper should indicate interrelationship between different pahtways of processing and their effectiveness in regard to the mode. The intention is to provide directions and facilitate design of methods for work with children who experience deficits in working memory. In particular our intention is to prepare a ground for differential diagnosis of dyslexia subtypes.

phonological processing; visual processing; working memory; normal development; differential diagnosis; dyslexia

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